The main purpose of this study is to determine the extent to which the curricula of LIS education programmes in Türkiye are in line with international standards and to identify areas that need to be improved in this direction.

In this context, answers to the following research questions (RQ) were sought:

LIS education has undergone significant transformations over time. Both technological developments and social changes have necessitated radical changes in curricula. In particular, the digital transformation of libraries and the use of artificial intelligence (AI) and robots have become an area of increasing interest in recent years (Tait and Pierson, 2022).

Fernandez (2016) and Corrado (2021) argue that artificial intelligence and robots will automate routine operations, allowing library staff to focus on more complex problems. In particular, repetitive tasks such as data entry, indexing and classification are suggested to be automated with the help of robots. However, some researchers, such as Calvert (2017), express concern that AI and robots may take over a significant portion of library functions, leading to the reduction or loss of library staff jobs.

The importance of LIS education programmes and libraries in practice adapting to this change is emphasised (Cox, 2021; Hervieux and Wheatley, 2021). It is stated that LIS students should be adequately equipped in subjects such as AI, data science and digital transformation. Hu (2013) emphasised that information technologies affect library services and accordingly, course designs and curricula in LIS programmes should be restructured in a technology-oriented manner.

Bartlett and Dalkir (2020) revealed how a Knowledge Studies programme evolved over a 20-year period. The researchers note that programme revisions, course development, and faculty renewal processes were determined by technology-driven strategic plans. Bailey (2010) identified the most common topics in academic librarianship, but suggested that curricula need to be diversified. Wise et al. (2011) expressed concern about the long-term sustainability of courses in programmes.

Markey (2004), while arguing that the content of LIS curricula should be balanced by diversifying, states that new curricular trends in LIS education have largely shifted towards user-oriented areas. However, she emphasises that LIS education should not only be user-oriented, but should also cover traditional areas such as information description, organisation and content management.

In terms of content analysis of LIS programmes in school librarianship, pioneering studies such as Yi and Turner (2014) found that there are similarities between programmes and that the most preferred course is ‘user services.’ They also concluded that programmes need to be updated frequently.

When the studies on curriculum content in the field of LIS in Türkiye are examined, comparative analyses between programmes and content enrichment suggestions come to the fore. However, there are no quantitative studies evaluating the general situation of all information and document management programmes across the country (Bayraktar, 2021; Dişli and Yılmaz, 2020; Usta, 2017; Yılmaz, 2018). In these studies, it is stated that there are differences between programmes in the content of education on basic issues such as freedom of thought, technology and archiving. In addition, it was discussed that the programmes should be dynamically updated in parallel with the changes over time (Çakın, 2012; Tonta, 2012).

In conclusion, LIS education aims to improve the effectiveness of information services by increasing the competencies of information professionals. Studies in the literature emphasise the need to update and diversify library education programmes, especially in the context of technological developments, user-oriented approaches and international standards.

Library and Information Science (LIS) education is an important discipline that aims to train qualified professionals in a rapidly changing information age. The content, objectives and learning outcomes of educational programmes in this field are based on framework competency statements developed by international professional bodies. These organisations include International Federation of Library Associations and Institutions (IFLA), American Library Association (ALA), American Association of School Librarians (AASL), Association for Information Science and Technology (ASIS&T), American Association of Law Libraries (AALL), the Association of College and Research Libraries (ACRL), Association for Library and Information Science Education (ALISE), Association for Library Service to Children (ALSC), Canadian Association of Research Libraries (CARL), Australian Libraries and Information Association (ALIA) and Medical Libraries Association (MLA).

The document "Guidelines for Library and Information Science (LIS) Education Programmes" prepared by International Federation of Library Associations and Institutions (2022) is an important reference source used to shape the content of the curricula of higher education departments that continue their education and training activities under different names such as information and document management / library science / information science. IFLA defines the main topics of the curriculum contents of the departments / programmes providing education in the field of library and information science as follows: (1) Information in society, (2) foundations of the LIS profession, (3) research and innovation, (4) information resources management, (5) management for information professionals, (6) information needs and user services, (7) literacies and learning. These guidelines are adaptable to the level of programmes and local needs.

American Library Association's (2023) "ALA's Core Competencies for Librarianship" document, which defines the core competencies of professionals working in the field of LIS, specifies the main topics of basic knowledge and competencies that all information professionals graduating from programmes in this field should have. According to this guide, the courses that should be included in the curricula of library and information science education programmes should be shaped under the following main topics: Gateway knowledge, information resources, lifelong learning and continuing education, management and administration, organisation of recorded knowledge and information, reference and user services, research and evidence-based practice, social justice, technological knowledge and skills.

Association for Information Science and Technology (2001) has also developed an educational guide for library and information science education programmes. In this guide, the topics that should be included in library and information science education programmes are discussed under six main headings: foundations of information science, information use and users, methods of inquiry, information processing, information technology, information service provision and management.

In addition to these guides for the basic subjects that should be included in the curriculum, some theme-based guides help to shape the curriculum in order to make adaptations in the information science discipline in accordance with the requirements of the age. For example, ACRL’s (2018) "Information Literacy Framework for Higher Education and Standards for Libraries in Higher Education" document plays a critical role in the creation of library science and information management education programmes. It provides an important resource for library staff, faculty and other institutional collaborations in the design of information literacy courses, assignments and curricula. It also offers guidance on integrating information literacy with student success initiatives, collaborating on pedagogical research, and engaging students in that research. This ACRL guide provides a range of opportunities to strengthen and enhance the efforts of ICM departments to provide students with effective information literacy skills.

The Medical Library Association's (2017) "Competencies for Lifelong Learning and Professional Success" guide identifies seven areas of professional competencies that health sciences librarians should acquire in their careers. These competencies are intended to provide information professionals with a guide to a successful career. These seven areas of professional competence are listed as follows: Understanding the health sciences and health care environment, leadership, finance, communication and management skills, principles and practices of providing information services to meet the needs of users, ability to manage health information resources, ability to understand and use technology and systems to manage information, ability to understand instructional and educational design and to teach ways of accessing, organising and using information, understanding scientific research methods and the ability to critically analyse the research literature of the discipline under study.

The main purpose of the study is to reveal the conceptual framework of the courses in the curricula of the 14 programmes examined. For this purpose, the official websites of the relevant universities (Ankara University, 2023; Ankara Yıldırım Beyazıt University, 2023; Atatürk University, 2023; Bartın University, 2023; Çankırı Karatekin University, 2023; Hacettepe University, 2023; İstanbul University, 2023; İstanbul 29 Mayıs University, 2023; İstanbul Medeniyet University, 2023; İzmir Katip Çelebi University, 2023; Kastamonu University, 2023; Kırıkkale University, 2023; Marmara University, 2023; Osmaniye Korkut Ata University, 2023) course contents, course titles and compulsory-elective course information were collected. The collected data were analysed using content analysis, one of the qualitative data analysis methods. The findings were organised under themes in order to reveal the common and differentiating aspects of the curricula.

The MAXQDA programme was used in the analysis process and the courses in the curriculum were coded under various categories. These categories included introduction to LIS profession, research methods, scientific communication, archiving, document management, information resource management, types of information centres, information literacy, lifelong learning, information systems, technology, information society, social responsibility, counselling services, language skills, internships and practices. Under these categories, quantitative data such as the number of courses related to the relevant topic in each programme and the proportion of these courses in the total programme were calculated.

This method of analysis aims to systematically reveal the similarities and differences between the programmes and to identify current trends in librarianship and information science education. Thus, a comprehensive assessment of the current state of library and information science undergraduate programmes in Türkiye is aimed.

The categorization of courses in Library and Information Science (LIS) curricula is crucial for establishing educational standards and enhancing professional competencies. This study presents a draft model aimed at structuring LIS education programs systematically. The model reflects guidelines from leading organisations in LIS, including IFLA, ALA, AASL, ASIS&T, AALL, ACRL, ALISE, ALSC, CARL, ALIA and MLA, ensuring a comprehensive and holistic approach. The draft model organises the LIS curriculum into twelve main categories, encompassing all core competencies specified by the referenced guidelines. Each category is aligned with international standards and professional requirements. The draft model is organised under twelve main headings and is shown in Figure 1.

This draft model ensures that LIS curricula align with international standards and professional competencies set by leading organisations. By systematically organising the curriculum, the model aims to produce professionals equipped to meet the demands of the information society. It serves as a guide for educational institutions to continually update and enhance their LIS programs, ensuring students develop the necessary skills for successful careers.

Within the scope of this research question, it was examined which subjects are emphasised in the curricula of Library and Information Science (LIS) undergraduate programmes in Türkiye. The data obtained are presented in Figure 2.

According to Figure 2, "Information Systems and Technology" (16.6%) and "Types of Information Centres and Corporate Governance" (12.4%) are the most emphasised subjects in LIS degree programmes in Türkiye. These findings demonstrate the importance of information technologies and management systems in the digital age and show that the programmes offer a strong education in these areas.

"Information Resources (Collection) Management" (10.9%) and "Language Skills" (10.5%) also have an important place. These courses make significant contributions to the development of students' skills in managing both physical and digital information resources. The high percentage of language skills shows the importance of international literature follow-up and scientific communication.

"Archiving and Document Management" (11%) and "Information Organisation and Access" (9.7%) courses also have an important place in the curriculum. These courses provide students with basic competencies in the organisation, classification and access to information.

The low proportions of courses such as "Information Literacy and Lifelong Learning" (2.9%) and "Information Society and Social Justice" (1.8%) indicate that these topics are relatively less covered in the curriculum. However, information literacy and social justice issues are of critical importance in modern information services and suggest that more emphasis should be placed on these areas.

The low rate of "Internship/Application" (2.3%) shows that practical experiences are not sufficiently included in the curriculum. Increasing the opportunities for students to put their theoretical knowledge into practice is an important requirement for the development of professional competencies.

These analyses identify the strengths and weaknesses of LIS education programmes in Türkiye, reveal the level of alignment with international standards and areas for improvement. While the programmes seem to be particularly focused on digital information management and technology, improvements are needed in areas such as information literacy, social justice and applied education. These findings provide important data for improving LIS education programmes and aligning them with international standards.

IFLA emphasises the importance of information services and technology in the digital age. The 16.6% coverage of "Information Systems and Technology" in LIS curricula in Türkiye reflects an approach consistent with this standard. However, IFLA emphasises that information literacy and lifelong learning should play an important role in library education. The 2.9% coverage of this topic in the Turkish curriculum suggests that this standard would be appropriate for further intensification of information literacy and lifelong learning courses in LIS education curricula.

ALA recommends that information resource management and access should be given extensive coverage in library education. The inclusion of "Information Resources (Collection) Management" and "Information Organisation and Access" in the curriculum in Türkiye, which account for 10.9% and 9.7% of the curriculum respectively, largely fulfils this requirement. In addition, it is important for librarianship students to develop research skills. The 8.5% coverage of this topic in the Turkish curriculum is an important result in meeting this standard.

Another umbrella organisation, ASIS&T, states that information technology should play a central role in library education. The fact that 16.6% of the curriculum in Türkiye includes this topic is consistent with ASIS&T's standards.

These analyses identify the strengths and weaknesses of LIS undergraduate programmes in Türkiye, reveal the level of alignment with international standards and areas for improvement. While the programmes seem to be particularly focused on digital information management and technology, improvements are needed in areas such as information literacy, social justice and applied education. These findings provide important data for improving LIS education programmes and aligning them with international standards.

Within the scope of this research question, the distribution of courses offered in LIS undergraduate programmes of various universities in Türkiye was analysed. Table 2 below shows the number of courses offered in each university and how much weight is given to each subject area in total.

The data in the table shows that there are significant differences in the course distributions in the LIS undergraduate programmes of different universities in Türkiye. These differences vary depending on the educational priorities and curriculum design of each university.

It is seen that introductory courses to the LIS education profession are more intensive at Kastamonu University (n=12). The fact that Kastamonu University has more courses in this subject category compared to other universities suggests that Kastamonu University attaches importance to students' solid entry into the profession. This provides an important contribution in terms of gaining professional identity and awareness.

Courses in the information systems and technology subject category are highly represented in all universities in general, and are particularly concentrated in the curricula of Izmir Kâtip Çelebi (n=16), Hacettepe (n=15) and Istanbul (n=15) universities. This shows the importance given to the development of management skills and enables students to acquire the knowledge and skills necessary to effectively manage knowledge centres.

In the topic category of information centre types and corporate governance, it is seen that Marmara (n=11), Hacettepe (n=15) and Istanbul (n=15) universities place a significant emphasis on this topic in their LIS programmes. These data show that organising and providing access to information is important and supports LIS professionals to provide fast and effective access to information.

It is seen that the courses in the subject category of information organisation and access are equally distributed in Atatürk, Ankara, Ankara Yıldırım Beyazıt and Kastamonu (n=10) universities. This indicates that organising and providing access to information is important.

Hacettepe (n=21), Istanbul Medeniyet (n=19) and Marmara (n=15) universities offer more courses in the subject category of archiving and document management than other universities. These data show that these universities place a special emphasis on archiving and document management and reflect the aim of training professionals specialised in these fields.

In the subject category of information resources management, Ankara (n=13), Istanbul civilisation (n=13), Hacettepe (n=9) and Kastamonu (n=13) universities have these courses predominantly. These data emphasise the importance of effective management of information resources and ensure that resources are used correctly and efficiently.

In the subject category of language skills, Kastamonu (n=14), Çankırı (n=13) and Istanbul (n=12) universities emphasise these courses more. The fact that there are no courses in this area in the curriculum of Hacettepe University is attributed to the fact that the programme at this university offers the option of English education as a preparation. This indicates that language skills are critical for following international literature and scientific communication.

Courses in the subject category of information literacy and lifelong learning were generally underrepresented. While Kırıkkale University (n=6) offers more courses in this area, other universities offer fewer courses in this subject. These data may indicate that information literacy is not sufficiently included in the curricula and that deficiencies in this area need to be addressed.

In the subject category of information society and social justice, Kastamonu University (n=5) emphasised the subject more. These data show that some universities place greater emphasis on social justice and reflect that the importance given to these issues in LIS education varies among universities..

LIS education programmes in Türkiye appear to be largely in line with international standards in key areas such as information technologies and systems, information organisation and access, and information resources management. This indicates that the programmes are structured in accordance with international standards and professional competencies. However, topics such as information literacy, social justice and internship/practicum need to be included more in the curriculum. Deficiencies in these areas may cause students to be unable to fully develop their professional competencies.

There are significant differences in course distribution between universities. These differences may be due to each university's own priorities and educational approaches. However, it also shows that some universities provide more in-depth training in certain subjects.

These findings reveal the extent to which LIS undergraduate programmes in Türkiye are in line with international qualifications and standards and in which areas they need to improve. The data obtained play an important role in determining the strengths of the programmes and the areas that need to be developed.

An analysis of the word associations of course titles in the curricula of LIS (Library and Information Science) undergraduate programmes in Türkiye is important for understanding the themes and topics around which these programmes are shaped. This analysis shows which concepts are prominent in LIS education and how the curricula are structured. The graph below presents the data obtained within the scope of this research question. Figure 3 shows a cloud plot of the word associations of course names in LIS education undergraduate programmes.

Figure 3 shows how often certain words are used together with other words. Words such as "information", "management", "system(s)", "resource(s)", and "document" are among the most frequently co-occurring words, indicating that information management and document management issues occupy a central place in education.

When the prominent word associations in the figure are analysed in detail, it is seen that the words "information management" and "document management" are frequently used together. This indicates that information management occupies an important place in the curriculum and that there is a focus on these subjects. It also reflects the importance given to archiving and document management. The main reason for the prominence of these two groups of words is the fact that the names of the education programmes in the field of LIS in Türkiye are called information and document management programmes. This causes the term library to be deemphasised. It also shows that the word association "information centre", which is a more general term instead of library, is kept in the foreground. In many countries offering education in the field of LIS, it is seen that the words "library" and "information science" are more prominent, and even the word "library" is used more in the names of programmes and institutions. In Türkiye, before 2002, education activities were carried out as the Department of Librarianship and the Department of Archiving. This historical change explains the difference in the naming and focus areas of LIS programmes in Türkiye.

It also shows that word combinations such as "information resources", "information services" and "information centres" are priority areas in education. This indicates that the topics of information services, resource management and information centres are widely covered in the curriculum. The effective management of information resources, the quality of information services and the operation of information centres are critical in modern LIS education and the wide coverage of these topics in the curriculum allows students to acquire these skills.

Words such as "research methods" and "scientific communication" emphasise the importance of research and scientific communication. This indicates that courses aimed at developing students' scientific research and communication skills are present in the curriculum. Research methods help students to develop their scientific approach in the processes of accessing and generating information, while scientific communication courses ensure that this information is conveyed in an effective and understandable way.

The combined use of the words "language skills" and "information literacy" emphasises that language skills and literacy are important educational topics. This implies that language skills, which are critical for international literature tracking and scientific communication, are included in the curriculum. While language skills facilitate students' access to global information sources, information literacy provides them with the necessary competencies to evaluate and utilise this information.

Overall, these analyses show that LIS education programmes in Türkiye offer a comprehensive education in various information and document management fields and aim to provide students with both theoretical and practical skills. The fact that the curricula cover a wide range of subjects supports graduates to be successful as information professionals in various fields.